...exclusion, denigration ‘othering’ and resistance which takes place under systems of colonial control where countries struggle to deal with colonial legacy. When one looks at the text Waiting for the Barbarians by J.M Coetzee, the ideology of Orientalism and Mimicry unfolds and speaks of the unspeakable encounters of the Empire as opposed to the Barbarians thus, creating the distinctions between the empire and the colony. Therefore, it is the purpose of this essay to justify how the foretold philosophers theory, excavate understanding of Morrison and Coetzee’s text. Orientalism as according to Edward Said “Orientalism is the product of circumstances that are fundamentally, indeed, radically fractious.” To simply state, orientalism is the result of circumstances that revolves around misunderstanding of another inferior race that however results in anger and prejudices. This is evident when we look closely at Coetzee’s novel where there is an unnamed Magistrate who serves as the radical self and the other. As the novel progresses, the natives do not fit into the label ‘Barbarians’ despite the fact they live on the boundary, uncivilized in the face of the Empire, barbaric and inferior. These barbarians are then blamed for things that they do not even commit and are tortured on the terms of the command of the Colonel Joll. For instance, “Those pitiable prisoners you brought in – are they the enemy I must fear? Is that what you say? You are the enemy, Colonel! … You are the enemy,...
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...Abstract Summary The roman civilization was arguably one of the greatest and most succesfull empires of all time. It became known as an economic powerhouse at its time due to its political policies, social ideology, and economic institutions. Slavery took place in each Roman’s live, being the master or the slave. At that time, slavery made citizens act in a cruel and inhumane manner to other human beings just because they own them. It began when masters started setting laws for the master/slave relationship. Which of course did not go in slaves favour? Masters use to abuse, murder, torture, treatment inhumane way, prostitution and many more. Slaves had no choice but to accept all these inhumane behaviors or they can always free themselves by paying the master the amount the master purchased them. This was impossible because slaves did not earn money for the tasks they had to perform. In my essay, I will be discussing two opposing views of the relationship that took place between the master and the slave. It will present if slaves really deserved to be treated in this kind of inhumane manner, or maybe they should have been treated as human beings not necessarily as equal to normal citizens. 1. In the source given below, it describes the inhumane treatment slaves suffered from their masters. Vadius pollio, an equestrian and a good friend of the emperor made sure that slaves would face the most inhumane death a person could ever face. Pollio would dash the slave in a pond full...
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...This essay will examine the lives of Michel Sarrazin, Thomas Wright, David Douglas, Archibald Menzies, and James Finley Weir Johnston, who were all scientists. The themes by which these individuals will be compared are country of origin, branch of scientific study, number of children, and lifespan. In this discussion, five sources will be the biography of each explorer, as found in the Dictionary of Canadian Biography Online, and a sixth source will be J.M. Bumsted's book, A History of the Canadian Peoples. This Research Project will consist of a Graphic Analysis, and an Essay. In the Graphic Analysis, these scientists' lives will be compared under the themes mentioned above; in the Essay, the events that occurred during these peoples' lives...
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...and prepare you for the reading quizzes, vocabulary quizzes, essays, and the unit test on January ___, 2010 You must complete ALL of the pages in the workbook by yourself to get credit; incomplete or incorrect work will result in a zero for the whole packet. Unit 4 Vocabulary Terms Quiz #1 1. Scientific Revolution (p. 410) 2. heliocentrism (p. 410) 3. sacrament (p. 396) 4. Renaissance (p. 405) 5. bourgeoisie (p. 413) 6. republic (p. 422) 7. Protestant Reformation (p. 406) 8. Jesuit (p. 409) 9. joint-stock companies (p. 415) 10. mercantilism (p. 468) Quiz #2 1. caravel (p. 384) 2. conquistadors (p. 394) 3. Columbian Exchange (p. 431) 4. maritime (p. 402) 5. manumission . (p.467) 6. coerced labor systems (p.475) 7. plantation cash crop (p.470) 8. tariffs (p.469) 9. indigenous (p.393) 10. encomiendas (p. 439) 11. serfs (p.529) 12. mestizo (pp. 442 – 45) Historical Thinking Skills: Periodization, Causation, Contextualization Timeline Exercise: Annotate the timeline with two facts about the important effects of each event Unit 3: 1450–1750 (Early Modern) 1453 Ottomans captured Constantinople; end of Byzantine 1450s Gutenberg’s Printing Press; Portuguese expand trade in West Africa: Benin, Kongo 1483 Babur conquered northern India, and founded the Mughal Empire 1492 Reconquista completed; Columbus claimed Americas...
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...Essay 1 What Goad means by White Niggers have feeling too is that every ethnic group and rich whites feel it’s okay to pick on poor white rural white people. What he does is compare the word “Redneck” with the word “Nigger” in how they are both used in today’s society through news stories. The double standard comes into play because one word is ok to use to describe poor white trash “Redneck” while the other word used to describe poor black trash “Nigger” is unacceptable. He uses the dictionary as an example of the double standard for both words. The word “Nigger” has a one word definition as “negro” with an apologetic disclaimer basically saying that it “is only acceptably used in Black English and very taboo to use because of its link with slavery” (Goad, 21). While the term “Redneck” is defined “as a poor, white, rural southerner often, specif., often one is regarded as ignorant, bigoted, violent, etc…” (Goad, 21) Essay 2 Goad traces back class conflict to Preroman times when people were hunter gathers who either traveled alone or in small groups. When the alone people ran into these small groups they were prey just as the smaller groups were prey for larger ones. By necessity these groups became loosely netted communities of clans who stuck together or were taken over by invaders. These groups were usually absorbed into the centralized agriculture slave states by force. The occurred when the men who wanted to remain outside the city slave states who hunted alone...
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...Name: Taiyana Samuel Student ID: L26316827 Course: BIBL 104 Date: April 28, 2014 Old Testament Bible Dictionary Project: Genesis - The book of Genesis has been said to have been written by Moses, while some people believe it to have been an anonymous author. Genesis goes as far back at 1445 BC. Some of the major people in Genesis are of course Adam and Eve, Cain and Able, Isaac and Rebekah, and of course Jacob’s wives and his twelve sons. Genesis reminds us that, “In the beginning God created the heaven and earth.” (Gen. 1:1) Also, “God created man in his own image, in the image of God created him, male and female created he them” Joseph (son of Jacob) Joseph was the son of Jacob and Genesis 37-50 focuses on his story and how God used him to move his family to Egypt. He was first son of Rachel and the eleventh son of Jacob. Jospeh was Jacon’s favorite son was given a “long coat of many colors”, because of this coat and the fact that Joseph was the favorite son his brothers hated him. At age 17 Joseph dreamed that his family would bow down to him, that caused his brothers to hate him even more and begin to plot on how to get rid of him. His brothers came up with a few ways to kill him but his oldest brother Reuben did not want him to die. They ended up selling him into slavery for twenty piece of slavery. The brothers then placed males goat’s blood on Joseph’s coat to convince their father that he was really dead. In prison Joseph was put in charge of the...
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...• Robert Livingston • War of 1812- Military conflict between US and Britain following revolution about unresolved issues: trade restrictions, etc. • Tecumseh- Native American leader of the Shawnee and a large tribal confederacy; opposed US in war of 1812. • John Quincy Adams- sixth president; whig. • Empire of Liberty- theme developed first by Thomas Jefferson to identify America's world responsibility to spread freedom across the globe. Jefferson saw America's mission in terms of setting an example, expansion into the west, and by intervention abroad. • Transportation Revolution- early 1800s, development of steamboats, canals, and railroads. Faster transport of people, products, and knowledge. • National Road- First major improved highway in the United States to be built by the federal government. Connection between the Potomac and Ohio Rivers and a gateway to the West for thousands of settlers. • Communication Revolution- Samuel Morse invented telegraph. • The Market Revolution- improvements in how goods were processed and fabricated as well as by a transformation of how labor was organized to process trade goods for consumption. • Porkopolis- Cincinnati was the country's chief hog packing center, and herds of pigs traveled the streets. • Labor theory of value- The value of a commodity is only related to the labor needed to produce or obtain that commodity and not to other factors of production • Second Party System- 2 party system • Democrats-...
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...ANNOTATED SELECTED BIBLIOGRAPHY FOR HISTORICAL INTERPRETATIONS OF THE INDUSTRIAL REVOLUTION IN BRITAIN Gerard M Koot History Department University of Massachusetts Dartmouth Allen, Robert C., The British Industrial Revolution in a Global Perspective, New York: Cambridge University Press, 2009. Pp. viii, 331. Allen’s book is an excellent example of the persuasiveness of the new economic history. It is solidly rooted in statistical data and uses sophisticated methods of economic analysis but its analysis is presented in plain English. He argues that the first industrial revolution occurred in northwestern Europe because its high wages during the early modern period encouraged technological innovation. Although high wages were initially a consequence of the demographic disaster of the Black Death, they were reinforced during the early modern period by the economic success of the region around the North Sea, first, in European trade and manufacturing, especially in wresting the textile industry from the Italians, and then in world trade. According to Allen, the first industrial revolution took place in Britain instead of the Low Countries primarily because of Britain’s abundant and cheap coal resources, combined with the central government’s ability to use mercantilist policies and naval power to reap the greatest benefits from an expanding European and world trade. Once it had taken the lead from the Dutch, and defeated the French, Britain used its comparative advantage...
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...Grace Reynolds Hum 2210 Pennington Scholar Group 2 Journal Essay #4 Ignorance Is Bliss The fact that many Americans believe that Muslims and the Arab world are ignorant speaks more to our lack of understanding of other cultures inside and outside of America than it does the merits or accomplishments of those cultures. History has shown that the Islamic culture and Arab world is anything but ignorant. The quest for a new Islamic world began in the early 7th century and was a militarily and societal effort to spread the religion and culture of Islam. Invading Islamic armies found once powerful, but now depleted and war weary empires ripe for the sacking; utilizing both land and sea assaults to conquer port and city targets. Within 100 years of the fall of Mecca, Islam had spread across much of the Middle East, North Africa and Spain, sparking the Golden Age of Islam. Islamic society in newly conquered lands was advanced by creating city centers that helped build a sense of community for its citizens. Mosques were built and used as social, economic, and educational gathering places. Also functioning as governmental and administrative faculties, mosques literally served all aspects of daily life. This virtually insured the religion influenced all who interacted within the mosque community. Later, teaching colleges called Madrasas were attached to the mosques in order to teach the Qur’an as well as other disciplines, including mathematics and the sciences...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...and South America before the late eighteenth century. The South Atlantic economic system centered on making goods and clothing to sell in Europe and increasing the numbers of African slaves brought to the New World. This was crucial to those European countries which, in the late seventeenth and eighteenth centuries, were vying with each other to create overseas empires. The evolution of slavery is crucial to understanding the importance of currently standing issues. Slavery began in 1440 when Portugal started to trade slaves with West Africa. The first Africans imported to the English colonies were also called “indentured servants” or “apprentices for life”. By the middle of the sixteenth century, they and their offspring were legally the property of their owners. As property, they were merchandise or units of labor, and were sold at markets with other goods and services. By the 17th century, Western Europeans developed an organized system of trading slaves. However, the slave trade did not run as smoothly as expected. Slaves were revolting and tried to flee the hardships of labor. Regardless of these attempts slavery expanded, leading to the "Triangle Trade." This trade, between Europe, Africa and the Americas, is held responsible for the dispersal of Africans in the Western hemisphere. This organized system lasted until the 1800's. Shortly after...
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...as 1984 and many others, touch on aspects of imperialism, anarchism, socialism, Nazism, capitalism and totalitarianism. “The Theory and Practice of Oligarchical” in 1984, is a text within a text that Winston reads to understand many things about the totalitarian world he lives in. The purpose of the text within a text is to parallel the corrupt socialist world of 1984 with that of Stalin’s USSR, expand on Orwell’s ideas of imperialism, and to sound an alarm to warn readers of what a worst case scenario totalitarian world could be like. Firstly, “The Theory and Practice of Oligarchical” was to provide greater insight, for Winston and the reader. Goldstein’s text takes apart each section of the party’s slogan “War is Peace, Freedom is Slavery, Ignorance is strength” (Orwell, 1), and explains what they mean to the party. After reading the text, Winston learned some new things, but the text mostly just reinforced things he already assumed or knew. Secondly, when thinking from a political standpoint, one could say that the point of this text within a text was to parallel the corrupt socialist world of 1984 with that of Stalin’s USSR (Stalin’s Capitalism). The party’s corrupt form of socialism is evident in “The Theory and Practice of Oligarchical” when Goldstein states, “the official ideology abounds with contradictions even when there is no practical reason for them. Thus, the Party rejects and vilifies every principle for which the Socialist movement originally stood, and it chooses...
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...The Rise and Fall of the British West Indian Federation HIS 371 Dr. Keith Tinker, Ph.D. April 16, 2015 Lashawn Brown The Rise and fall of the British West Indian Federation can be better understood, if we first understood the history of how the British came to occupy the Caribbean. To do this let us first focus on what was before and what eventually came to be. With that being said, this is an informative essay that is an attempt to discuss the plight of the British colonies in the Caribbean in terms of the rise and fall of the ‘West Indies Federation’ and its future replacements CARIFTA and CARICOM because of the Federation’s failure. This was all done in an effort to propel West Indian nations from colonialism to self-governance and economic self-sufficiency. There was no significance to the Caribbean until the year 1492, when Christopher Columbus set sail to the east on behalf of his country Spain. Columbus set sail in search of wealth, specifically gold and a better trading channel between Spain, China and Japan. His mother land Spain, was at that time, one of the four principal European powers to colonize the Caribbean by the early seventeenth century. The other three principal powers were the Dutch, the British and the French. While on his journey, which should have been easterly, Christopher Columbus somehow ended up in the west where he stumbled upon some islands; his search for the country in the East was unsuccessful. On the islands, situated in the west...
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...English Literature Before 1790 Essay #21: Assess the role of the female characters in Oroonoko Feminist point of view and psychoanalysis Notes to LCY We change the focus now We talk about how the narrator tells more than stories She portrays 3 things - all paradoxical 1. Her position in the book – the implication of power in society, and her flip to author creating a superior position 2. Her uncertainty over female power – the flip 3. Her subordination (submission) – her paradoxical actions and her will (can also mention what she has seen) Focus on 3 things on how they affect the 3 things it portrays 1. Patriarchy 2. Oppression 3. Stereotyping When the French philosopher Simone de Beauvoir (1973) wrote “one is not born, but rather becomes, a woman” (p. 301), it raised the idea that instead of any biological, psychological, or economic causes, being a women is purely a social construction in a patriarchal society to oppress women. The use of the word “becomes” implies a voluntary submission that under a patriarchal settings, women embrace the stereotypical norms of what constitutes femininity, hence “become” a woman (Butler, 1986). Under such settings in a parochial society, the birth of Oroonoko highlights the paradoxical traits of female though its display of psychological struggles occurring between the main characters. Oroonoko, commonly regarded as the most famous book by the first English female professional writer Aphra Behn in 1680 (already...
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